Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries

Furneaux, Clare; Paran, Amos; Fairfax, Beverly

doi:10.1515/iral.2007.003

Cited by 52 publications

(49 citation statements)

References 32 publications

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“…First, the results of this study are consistent with those of past research (Goldstein, 2006;Montgomery & Baker, 2007;Furneaux, Paran, & Fairfax, 2007;Lefkowitz, 2008;O'Donnell, 2007), the Saudi students were not satisfied with the feedback they received from their teachers, but regardless of their reactions to the types of feedback they receive and prefer, they still appreciated it and took it seriously (e.g., Cohen & Cavalcanti, 1990;Leki, 1991;Hedgcock & Leftkowitz, 1994;Ferris, 1995;Hyland, 1998;Ferris & Roberts, 2001;Lee, 2004). Although it is quite daunting for teachers to cater to the expectations of every student, this was not the case in this study.…”

Section: Saudi Students' Opinions About Feedbacksupporting

confidence: 86%

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Mustafa

2012

ELT

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This qualitative study employed informal conversational interviews and semi-structured individual interviews to capture the Saudi students' opinions about the feedback they receive, and about their perceptions on what constitutes helpful feedback. Sociocultural theory was used as the framework of this study. The findings suggest that the Saudi students do not think highly of the feedback, and that the feedback they desire is markedly different from what they receive. The students mentioned several impediments to feedback. From a sociocultural perspective, the feedback practices do not adhere to the best practices of the theory, resulting in major hindrances to the students' learning/writing development.

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Section: Saudi Students' Opinions About Feedbacksupporting

confidence: 86%

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Mustafa

2012

ELT

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“…Recently, however, some studies have extended the foci of teacher feedback research to examine L2 teachers' CF practices in the context of regular classroom settings at the high school level (e.g., Furneaux, Paran, & Fairfax, 2007;Lee, 2004Lee, , 2008b. Similar to research conducted in other contexts (e.g., Ferris, 2006;Montgomery & Baker, 2007), these studies found that L2 teachers rely overwhelmingly on direct corrections and that they are likely to correct errors comprehensively rather than selectively.…”

Section: Written Cf In L2 Classroomsmentioning

confidence: 99%

“…Findings indicated again that direct correction techniques were used more than 70% of the time. Furneaux et al (2007), who examined the feedback practices of English as a second language (ESL) teachers in secondary schools from five countries, also found that teachers responded to learner errors mostly through direct corrections. The teachers in that study corrected the same essay, and Furneaux et al analyzed their comments in terms of the reader role they assumed as well as the target of their feedback.…”

Section: Written Cf In L2 Classroomsmentioning

confidence: 99%

“…Furthermore, we extend the understanding of these issues through an examination of the CF practices of pre-service L2 teachers working with adolescent learners for whom ESL instruction is a required course, not a choice -an instructional context that has largely been ignored in previous studies. As noted by Furneaux et al (2007), however, secondary school ESL teachers have other concerns than their counterparts in tertiary-level contexts, and their practices might be "quite strikingly different" (p. 91).…”

Section: Written Cf In L2 Classroomsmentioning

confidence: 99%

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Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers

Guénette¹,

Lyster²

2013

The Canadian Modern Language Review

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This study explored the emerging corrective feedback (CF) practices of a group of 18 pre-service English as a second language (ESL) teachers. Serving as tutors to a group of 61 high school ESL learners during a school semester, the pre-service teachers provided CF on texts written by the learners and exchanged via e-mail. The authors analyzed the types of CF they used and the types of errors they chose to focus on, along with the factors that explained their choices. Quantitative analyses of the frequency distribution of CF types relative to error types and qualitative analyses of data collected through journals and interviews confirmed that, similar to their in-service colleagues, pre-service teachers overused direct corrections at the expense of more indirect CF strategies. Drawing on the challenges faced by the preservice teachers, the authors highlight the importance of implementing such opportunities for pre-service teachers to engage with and reflect on their emerging CF practices. Keywords: L2 teacher training, teacher feedback practices, written corrective feedbackRésumé : Cette étude visait à documenter l'émergence des pratiques de rétro-action corrective (RC) de 18 futurs enseignants d'ALS. Ces derniers ont assumé le rô le de tuteurs auprès de 61 élèves du secondaire auxquels ils ont fourni de la RC sur des textes écrits par les élèves et échangés par la voie du courriel pendant un trimestre scolaire. Les stratégies de RC utilizées par les tuteurs, ainsi que les catégories d'erreurs auxquelles ils ont porté attention, ont été recensées, de même que les facteurs qui ont motivé leurs décisions. Des analyses quantitatives de la distribution de fréquence des stratégies de RC utilizées en lien avec les catégories d'erreurs, ainsi que des analyses qualitatives des données recueillies par le biais de journaux de bord et d'entrevues ont confirmé qu'à l'instar de leurs collègues en exercice, les tuteurs ont eu recours à des rectifications beaucoup plus fréquemment qu'à des stratégies de correction incitative. À la lumière des défis rencontrés par les tuteurs, la conclusion souligne l'importance d'engager les futurs enseignants dans des activités d'action et de réflexion sur leurs pratiques émergentes à l'égard de la RC.Mots clés : formation des maîtres en langue seconde, pratiques des enseignants, rétroaction corrective à l'écrit

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“…And they do: recent studies on teacher feedback on L2/FL writing have found that teachers primarily correct all student errors but they -secondary school L2/FL teachers, in particular -give rather little any additional feedback (e.g. Furneaux, Paran, & Fairfax, 2007;Guénette & Lyster, 2013;Lee, 2004).…”

Section: Studies On Feedback In Foreign or Second Language Educationmentioning

confidence: 99%

To feed back or to feed forward?

Pollari¹

2017

Apples

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Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries

Cited by 52 publications

References 32 publications

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers

To feed back or to feed forward?

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